Dating Checklist - Guidelines for a Positive Dating Experience

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  1. 3 separate products are provided in this bundle to be used during a DATING UNIT in a Health class or by a counselor/behavior strategist.
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To be used by Health teachers, counselors, or Behavior Strategists teaching older students about DATING. This handout defines the different areas and guidelines that exist when a dating experience is healthy and positive. Students are provided with a checklist of characteristics to look for in a person that they are considering dating. Ask students to complete the checklist throughout their dating relationships to make sure the person they are dating has the types of qualities they should be looking for. For example, Do they have a track record of cheating? Do they engage in physical or verbal abuse - with you and/or others? Do they have goals for the future and plans to get themselves there?

The checklist is for MATURE students only, and it is not quite an assignment, but rather a resource given to students to use outside of class in their personal lives. The definitions of healthy, positive dating experiences could also be used as class notes.

As an extension activity, have students create their own checklists of thing they are looking for in a partner...10 Things I Want in a Man/Woman for example. There is a great opportunity for debate when deciding what is truly important in a relationship; what do you want versus what do you need?

Total Pages
1 page
Answer Key
Teaching Duration
30 minutes
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to see state-specific standards (only available in the US).
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.


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